Kindergarten

The kindergarten program focuses on beginning reading and writing skills, enhancing communication skills, and reading comprehension strategies through daily read-alouds, introductory writing lessons, and small reading groups. A multi-dimensional curriculum of phonics activities, sight word vocabulary, and handwriting development is supported by The Wilson Fundations program and leveled classroom libraries.

Grade One

In first grade, reading is structured to include grade-level books and trade books, which students use during daily small group literacy instruction and independent reading time. They are exposed to a wide variety of literature, including stories, poetry, and nonfiction works, with an intentional focus on Browning values and cultural diversity. Students learn to use syntactic and contextual clues to develop both oral fluency and accurate comprehension. Explicit spelling patterns, phonics, handwriting, capitalization, and punctuation are taught using Wilson Fundations, further enhanced with various multi-sensory activities. Personal narratives and daily journals provide creative writing opportunities, as students begin to learn a process to improve content, grammar, and spelling skills.

Grade Two

In second grade, students explore a wide variety of theme-related books and current authors to promote a love of reading. Comprehensive exercises and small group discussions foster critical thinking and develop students’ ability to make inferences and draw conclusions. Studying authors’ styles, comparing fantasy and reality, and using reference books for research build skills in creative and factual writing. Students have small group reading instruction daily. The Wilson Fundations Program (Level 2) progresses further into the study of word structure. It also reinforces phonemic awareness, spelling and sight words, irregular spellings, prefixes and suffixes. Grammar, sentence structure, and parts of speech are reinforced through written and oral exercises. Writing units include creative story writing, narrative writing, persuasive writing and non-fiction report writing. Grade 2 students learn to brainstorm, organize, edit, and publish their writing.

Grade Three

Grade 3 students increase vocabulary, develop higher thinking skills, and move toward greater fluency and understanding of oral and written language while continuing to develop their love of reading through various literary forms. Creativity, self-motivation, and independence in all areas of reading and writing are emphasized. Students learn the structure and parts of a story or text, and how to read and write non-fiction text. Third-grade boys learn to construct an expository essay, craft fictional narratives based on an author-study, and use writing to communicate their ideas. Correct spelling, punctuation, capitalization, proper grammar, and sentence structure continue to be studied. Writing projects throughout the year allow students to draft, revise, and edit their work.

Grade Four

Fourth grade students read multiple genres that inspire and reflect the Browning values, especially the value of dignity. Novels exhibit a diversity of lived experiences, perspectives and identities. Throughout the year, students engage in independent and whole class reading and discussions, which allow for community building focused upon comprehension of the text. As students develop as writers, they are guided through examples of expository, persuasive, creative, and personal narrative writing. They also learn techniques for incorporating figurative language, robust vocabulary, and varied sentence structures. Students develop a keen sense of spelling, grammar, punctuation, and paragraph development, as well as note taking techniques, as they research and prepare multimedia presentations about the lives of individuals who exemplify our Browning values.

Kindergarten

In kindergarten, we explore the topic of community. We learn about each other by sharing artifacts and stories from their own families and cultures, encouraging the pursuit of new knowledge and learning other perspectives. We extend our learning to explore the Browning community and the ways people function within it. Students are introduced to our core values of honesty, dignity, curiosity and purpose and explore what it means to be a Browning boy and a good friend within and outside our school community. Throughout the year we learn tools to support becoming independent, self-reliant and compassionate community members.

Grade One

Grade 1 students begin an in-depth exploration of their environment by studying their families and communities. Throughout their investigations, they learn to accept differences in themselves and others. Important units explore families past and present, as well as community economics. Through these units, students recognize the important roles of people they may encounter daily, and their own responsibilities as citizens of their local and global communities. In conjunction with these studies, students' personal identities and unique qualities are explored and celebrated. Discussions of historical figures, heroes, and current events encourage the boys to become responsible citizens of the world.

Grade Two

Students begin the year by learning about how we govern ourselves within our class, school, and communities. We discuss rights, rules, and the responsibilities of citizens towards one another. Our geography unit begins with the study of orientation, mapping tools, and cardinal directions. Building on their knowledge of mapping, students begin an inquiry into the 50 states and find evidence for how geography, climate, and natural resources influence the lifestyles and cultures of people. Our final unit delves into an exploration of New York City neighborhoods and boroughs, as well as the subway system. Students develop research, presentation, and collaborative skills throughout the year, with each unit enriched by field trips and culminating projects that show their depth of understanding.

Grade Three

The year begins with an in-depth study of Native Americans who lived in the woodland areas that are now New York. We then move on to examining the Pilgrims, one of the first groups of Europeans who settled in North America. The year ends with a study of immigration, focusing on the many diverse groups of people who make up New York City today. Expository essays are written during the study of Native Americans, journal writing is done during the study of the Pilgrims, and mini-research projects are completed when learning about immigration. Students are encouraged to participate in large and small group activities that help to discover the value of teamwork and cooperation. Field trips, art, music, and literature are used to enrich the curriculum.

Grade Four

Through novel study, research, and multimedia tools, students learn how to synthesize historical understanding and analyze literature to explore concepts of human dignity. Throughout thematic units, students learn about otherness, courage, perseverance, and various figures throughout history who have impacted social movements and worked towards advancing equity and inclusion. Students engage with these topics and work to build their research and writing skills within the social sciences.

Kindergarten

The Kindergarten math program gives children a deeper understanding of basic mathematical concepts such as the physical quantity of a number, sorting, patterning, counting, adding, and subtracting through hands-on, concrete activities. Teacher resources include Math in Focus which is based upon Singapore Math and Mindset Mathematics. To ensure solid understanding and retention of skills, previously introduced concepts are reinforced as new topics are introduced.

Grade One

In Grade 1, math includes teacher-led instruction, hands-on activities, and games with math manipulatives that lay a foundation for a thorough understanding of concrete and abstract concepts. Multiple approaches to problem solving are demonstrated. Subject areas include: patterns, addition, subtraction, place value, word problems, graphing, measurement, geometry, money and time using text and materials from Math in Focus, a Singapore Math-based program.

Grade Two

The Grade 2 mathematics program continues work with Math in Focus, as concepts and skills are reinforced and deepened through the continued use of hands-on manipulatives as well as through visual modeling. Grade 2 students focus on manipulating number facts, determining extended place value, addition and subtraction with regrouping to three digits, working with concepts of time and money and understanding word problems. Later in the year, introductory multiplication, division and fractional concepts are covered, as well as measurement and ways of applying math skills to real world situations.

Grade Three

Students at this level are learning to work quickly and efficiently with the number system. Computational accuracy is emphasized. Students employ basic mathematics skills, both computational and conceptual, including addition, subtraction, place value, multiplication, division, simple algebra and geometry, and beginning fractions. The curriculum is geared towards solving real-world problems. In addition to math games and projects, Math in Focus supports this curriculum.

Grade Four

In Grade 4 math classes, advanced concepts working with fractions and decimals are integrated as students learn to compute using fractional numbers. Additionally, students practice measurement and geometry, learn to arrive at reasonable estimates, and organize and interpret data represented in a variety of formats. Mental arithmetic and math terminology are solidified, with the ultimate goal of helping the students become computationally fluent and confident as they respond to and apply mathematical instruction. Grade 4 continues to use the Singapore Math-based program, Math in Focus.

Kindergarten

In Kindergarten science students begin delving into the five senses, understanding their significance in observing and comprehending the world around them. Kindergarten students are introduced to the scientific method, a framework that guides their inquiries and experiments. They actively participate in numerous investigations, examining the properties of solids, liquids, and gasses. Later in the academic year, students study seasons, weather, and climate. They track the elements of New York City's climate through maintaining weather journals. Students end the year exploring diverse animal groups, the processes of seed germination, and witnessing the growth of living organisms over time.

Grade One

Through the construction of models, role-play, and exciting experiments, first graders discover the biological systems that make our bodies function. Next, students embark on a study of dinosaur diversity and the timeline of prehistoric life. With the concepts of paleontology as their guide, students investigate fossil evidence and unlock the secrets of ancient creatures. Next students use their creativity and problem-solving skills as they explore the world of simple machines. Engaging in hands-on projects, students design, build, and test their own engineering solutions. In a study of space, they investigate the solar system and the relationships between the sun, moon, and Earth, concluding the year by exploring light and sound waves.

Grade Two

In Grade 2, students learn about measurement and the metric system, discovering how to calculate distance, mass, volume, and temperature. The extinct mammal unit allows the students to study some of the animals that existed after the dinosaurs. Continuing their study of living organisms, students investigate reproduction as a characteristic of living things through the study of decomposers, fungi and worms, examining the different types of fungi, their anatomy, and life cycle. Boys then study buildings and bridges through a series of design challenges, investigating some of the tallest and most unusual buildings in the world and building their own structures using recyclable materials. Pollution and recycling studies round out the year with our environmental unit.

Grade Three

The Grade 3 science curriculum begins with an exploration of different forms of energy. Students investigate heat transfer, potential and kinetic energy, sound vibrations, electricity, and magnetism through engaging lab investigations. Next, third graders study the solar system. They construct a scaled model of the planets and learn about the vast distances between them. Adopting a planet as their own, students design unique adaptations for an alien species that could inhabit their chosen planet. In the spring, third grade students analyze and classify the physical properties of different types of rocks before delving into the world of innovation through the Lower School Invention Convention.

Grade Four

The year begins by having the students examine Newton’s Laws of Motion, studying the effects of friction, gravity, momentum, velocity, and aerodynamics on a car’s ability to travel down ramps at various angles. The Grade 4 boys then examine the history of space exploration through a study of the Mercury, Gemini, Apollo, and Space Shuttle programs by designing, building, and testing their own straw rockets. The unit includes an in-depth study of the moon, stars, constellations, and galaxies, reflecting current trends in astronomy. In the spring, Grade 4 students delve into the world of innovation through the Lower School Invention Convention.

Grades One and Two

In these grades, boys spend half the year studying Spanish and the other half of the year experiencing French. Lessons are interactive and engaging, helping students to acquire early vocabulary and conversational skills as they get excited about language learning and exploring cultures associated with both of these modern languages.

Grades Three and Four

In Grade 3 students choose French or Spanish for the next few years. Modern Language in Grades 3 and 4 focuses on the acquisition of practical vocabulary and encourages students to develop listening and basic conversational skills. Students learn how to count, express the time and date, use basic present-tense verbs and ask simple questions. Teachers use interactive activities such as role plays, games, and songs, to allow students the opportunity to use language in context. Vocabulary and grammatical work is punctuated by lessons on the cultures of the French or Spanish-speaking worlds.

KINDERGARTEN

This course serves as an introduction to the elements and principles of art, art history and techniques across different media. A series of scaffolded projects introduce materials and processes of drawing, printmaking, painting and sculpture. Projects are generally inspired by nature, classroom experiences, and historical themes. An emphasis is placed on developing an understanding of color theory, technique, proper use of tools, appropriate studio behavior and creativity.

GRADE ONE

Grade 1 boys learn many new skills such as color mixing, drawing to create deep space, using color to create an atmosphere and paper construction. Students hone their techniques in painting, drawing, and sculpture while expressing themselves through their artwork. The students also develop problem-solving and independent skills in ceramics by creating a sculpture depicting an animal of their choice.

GRADE TWO

By Grade 2, we focus on individualization and self-expression. Techniques and projects become more involved as the boys continue to study the elements and principles of art. Over the course of the year, students explore the basics of drawing, collage, sculpture and textile arts using a variety of materials and processes. Lessons are built around the study of selected works by a wide range of contemporary and modern masters, as well as cross-curricular topics. The course also serves as a further introduction to ceramics and functional form and the use of slab and coil construction.

GRADE THREE

Students assume greater responsibility for the preparation of their projects, which consists of many more stages from preliminary studies to the final artwork. Learning to mix specific colors and using different sized brushes, they paint an abstract composition followed by a realistic self-portrait. After the painting projects are complete, boys work with clay and study textile arts through making tapestries.

GRADE FOUR

In Grade 4, students explore a wide range of media, including ink, clay, paint, and embroidery. A focus is placed on studying different philosophical approaches to making art from around the world by studying vessels and embroidery from a range of cultures and time periods. Students complete a Poetry Vessel project inspired by David Drake in response to a complementary social studies unit of study and the students’ reading of the book Dave the Potter: Artist, Poet, Slave.

Kindergarten - Grade Two

Students in Kindergarten through Grade 2 explore music through singing, rhythmic patterns, and playing classroom instruments, as well as moving to and listening to music. Basic musical concepts are introduced using songs and games, as well as exercises designed to develop musical reading and writing skills. Note values are studied, with emphasis on reading simple rhythmic notation and an introduction to lines and spaces on the music staff. Students are encouraged to sing in unison as well as in simple rounds, feel and move to the beat of the music individually, and recognize differences in pitch, timbre, tempo, mood and dynamics. The Kodaly solfège syllables are introduced to improve the students’ understanding and performance of melodies, and percussion instruments such as drums, step bells, and xylophones allow boys to explore musical instruments with creativity. Musical concepts are reinforced through exploration of music and musicians from around the world. Dramatic acting and performance opportunities at assemblies are also incorporated into the music program through song and small narrative vignettes.

Grades Three and Four

In Grades 3 and 4 music classes, focus, enjoyment, and confidence in making music are reinforced. Vocally, unison and solo singing lead the curriculum with simple harmonic parts and rounds being used to enhance selected songs. The Kodaly solfège syllables continue to be used to improve the students’ understanding and performance of melodies. Ear training of musical intervals and sight singing are nurtured in these grades and more advanced rhythmic and melodic patterns are introduced using Orff and other percussion instruments, as well as the recorder in Grade 4. In the area of notation, boys learn how to read and write simple rhythmic and melodic patterns on the treble clef staff as their dictation skills continue to build. From across the United States and around the world, many styles and eras of music are incorporated into the program, highlighting popular composers while studying the differences and similarities in timbres of various instruments used in their compositions Dramatic acting and performance opportunities at assemblies continue to be incorporated into the music program through song and small narrative vignettes.

KINDERGARTEN AND GRADE ONE

The primary objectives of library classes in Kindergarten and Grade 1 are to ignite literature appreciation, grow an understanding of story structures, and promote comfort in the library. Kindergarteners begin library classes by establishing an understanding of what a school library is and how to utilize our school resources in a respectful, effective way. The role that authors and illustrators play in creating books is introduced and through wordless picture books, students practice their skills of interpretation, prediction, and observation. First graders deepen their understanding of authors and illustrators through author studies and in-depth examinations of the characters in stories. A highlight of the first grade curriculum is the study of folktales. The boys learn how to define and recognize fables, tall tales, myths, fairy tales, and legends from across the globe.

GRADES TWO AND THREE

Second grade students examine the “where” of stories and books, delving into a study of where stories come from and the ways in which the setting helps create meaning in literature. Through exploring Cinderella tales from different cultures including Haiti, Zimbabwe, and France, students compare and contrast how the place of origin affects a story. Then the students read a series of modern adaptations of Cinderella tales. This unit culminates in the boys creating their own version of a Cinderella story. Third graders spend their year in library classes learning to define and recognize literary genres such as historical fiction, fantasy, biography, and informational texts. We focus on nonfiction as the boys engage in a study of biographies, autobiographies, and poetry. The students create their own autobiographies and in the process assess the intersection between what information they want to share, what other people would like to learn about them, and what is uniquely theirs to tell. Lessons also focus on informational texts and how their features help us find facts, as well as practice in decoding the differences between fact and opinion.

GRADE FOUR

As Grade 4 boys get ready to transition to middle school, they begin to hone their research and inquiry skills in the library. In conjunction with writing and social studies projects from their homerooms, students practice keyword searches and learn to identify the most appropriate databases to use when researching. Lessons focus on why we learn to research effectively and how we apply that information. Students also begin to put words to the media literacy skills they learned throughout Lower School and add new tools including looking for bias in sources and appreciating nuance and context as important elements of understanding complex subjects. The boys use both digital and print reference works and learn to evaluate resources they find on the internet. Additionally, fourth grade library classes encourage students to continue developing their own reading lives, exploring a variety of genres and seeking out texts that pique students’ individual interests.

Grades Two and Three

In Grades 2 & 3, boys begin learning the basics of programming with visual block commands. Students are introduced to programming as they begin to practice the foundations of coding starting with sequences, conditionals, loops, and debugging. Programs such as Code.org, CodeMonkey, and Kodable help to reinforce these skills. Students learn to express themselves creatively through the programming of the Dash robot and Ozobots, in addition to exploring use of the design-thinking cycle. Through collaboration, boys are able to form interdisciplinary connections and apply their learning to real world applications as they engineer different robotic structures and challenges for their robots to navigate.

Grade Four

In the Grade 4, boys are introduced to Scratch, a block-based programming language, and learn to create games and animations incorporating more advanced programming blocks such as variables, operators, and functions. They engineer and integrate microcontrollers in their programming in Scratch, and begin to understand input and output devices. Boys continue to build their understanding of and practice with the design-thinking cycle as they work both independently and collaboratively to code, design, and engineer.

Kindergarten and Grade One

Kindergarten and Grade 1 classes begin with a warm-up activity including a jog, tag game, or cardiovascular exercises to elevate students’ heart rates and prepare them for physical activity. Warm-up routines and games also include strength-building exercises and stretches to improve flexibility. In movement education, students focus on body control, fine and gross motor coordination, space dynamics and group interaction. Students practice the skills of throwing, catching, kicking and trapping, as well as striking, such as in baseball and hockey. Skills are introduced with instruction and demonstration, followed by individual practice, a drill reinforcing the skill, and finally an activity incorporating the skill. Students also practice the skills they have learned in game situations.

Grade Two

In Grade 2, students combine movements and fundamental skills for various sports. Boys begin to learn about teamwork and sportsmanship by participating on teams selected by the coaches. A variety of sports are introduced.

Grades Three and Four

Athletic and movement skills continue to be presented and reinforced in Grades 3 and 4. By this point, students begin to show proficiency in throwing, catching, kicking, and striking. Boys learn about game strategy through teamwork, focusing on movement with and without the ball, body positioning, and different positions on teams. The students play various team games and are expected to incorporate appropriate strategies and skills. In Grade 4, boys are assigned to a different team for each skill unit, and they participate in an intramural program designed to help them develop their teamwork skills in preparation for interscholastic athletics in Middle School.